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Internalisasi Nilai-Nilai Religius pada Pembelajaran PAI Fibriyan Irodati
Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam Vol 5 No 2 (2020)
Publisher : LPPM IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/ar-rihlah.v5i2.289

Learning in schools as formal educational institutions has experienced significant development, as seen from the inculcation of religious values in effective religious education learning by touching the learning effect (instructional effect) without leaving the accompanying effect (nurturant effect). This is integrated with continuously increasing the role of religious education in an effort to foster the religious character of its students. Internalization of religious values in PAI learning in schools uses a moral reasoning approach, namely learning that is taken with moral knowledge, moral feelings and moral actions through the internalization process in subject learning activities in class and in self and cultural development programs in schools. The process of internalizing religious values in PAI subject learning activities in class is carried out with procedures for each element of learning activities. The process of internalizing religious values in PAI learning activities in class can employ various methods such as using the role-playing learning model. The process of internalizing religious values in self-development and culture programs in schools for Muslim students is carried out through routine, spontaneous and conditioning activities using habituation strategies through the stages of thinking, recording, repeating, storing, repeating and habituation into character.

Prinsip Pengembangan RPP Berbasis Karakter dalam Mata Pelajaran Pendidikan Agama Islam Fibriyan Irodati
Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam Vol 5 No 1 (2020)
Publisher : LPPM IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/ar-rihlah.v5i1.290

Every teacher is expected to integrate cultural values and national character into the subjects taught, where the integration process has been outlined in the character education master design of the Ministry of National Education, which also emphasizes characterizing documents ranging from SK-KD analysis of content standards developed to in the syllabus and lesson plans. However, it is necessary to ask whether the teachers who play a role in integrating the characters in their lessons have an understanding of the characters? This is where the principle of character-based RPP development takes an important role for the implementation of cultural values and national character in today's character education. This study aims to describe and analyze the principles of developing character-based lesson plans in Islamic religious education subjects. The results of the study show that the principle of developing character-based lesson plans in Islamic religious education subjects is that lesson plans must be able to be implemented in learning activities and in the formation of the character of students, support and be in accordance with the basic competencies that have been determined, pay attention to the material used as study material and there must be coordination between implementing components. program at school.

Internalisasi Nilai Berbusana Muslim dan Muslimah Pada Pembelajaran PAI dan Budi Pekerti di SMK Ma'arif 8 Kebumen Fibriyan Irodati
JASNA : Journal For Aswaja Studies Vol 2, No 2 (2022)
Publisher : UPT Pusat Studi Aswaja UNISNU Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/jasna.v2i2.3881

AbstractInternalization is appreciation of teachings, values or culture in a person so that values become part of him. This study aims to find out the strategies used by teachers in internalizing the value of Muslim women's clothing to students at Ma'arif 8 Kebumen Vocational School, to find out whether students at Ma'arif 8 Kebumen Vocational School have used Muslim and Muslim clothing properly and correctly or not. , to find out the factors that encourage them to use Muslim and Muslim women's clothing at school and at home. This research is a qualitative research, taking the background of SMK Ma'arif 8 Kebumen. Data collection was carried out in this study using several methods, namely: observation, interviews, and documentation. Data analysis was carried out by qualitative analysis, while checking the validity of the data was carried out by conducting triangulation. The results of the study show that in internalizing Muslim and Muslim women's clothing for students in this school, the teacher uses several strategies in practice. The strategy used is appreciation, where the teacher carries out several mutually sustainable stages, namely the stages of giving understanding or information, modeling and applying values. In addition, teachers also use motivational learning strategies, and then use habituation strategies. Students have not fully used Muslim clothing that is good and right at school or outside of school. The factor that encourages them to use Muslimah Muslim clothing at school is because of the school's own rules which require students to wear Muslimah Muslim clothing that is good and right.Keywords: Muslim and Muslimah Clothing, Value Internalization, Ma'arif, PAI LearningAbstrakInternalisasi yaitu penghayatan terhadap ajaran, nilai atau budaya pada diri seseorang sehingga nilai menjadi bagian dari dirinya. Penelitian ini bertujuan untuk mengetahui strategi yang digunakan guru dalam menginternalisasikan nilai berbusana muslim muslimah pada peserta didik di SMK Ma’arif 8 Kebumen, untuk mengetahui apakah peserta didik di SMK Ma’arif 8 Kebumen sudah menggunakan busana muslim dan muslimah dengan baik dan benar atau belum, untuk mengetahui faktor yang mendorong mereka untuk menggunakan busana muslim dan muslimah di sekolah dan di rumah. Penelitian ini merupakan penelitian kualitatif, dengan mengambil latar SMK Ma’arif 8 Kebumen. Pengumpulan data yang dilakukan dalam penelitian ini menggunakan beberapa metode yaitu: observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan analisis kualitatif, adapun pemerikasaan keabsahan data dilakukan dengan mengadakan trianggulasi. Hasil penelitian menunjukkan bahwa dalam internalisasi berbusana muslim dan muslimah pada peserta didik di sekolah ini guru menggunakan beberapa strategi dalam prakteknya. Adapun strategi yang digunakan adalah penghayatan, dimana guru melakukan beberapa tahapan yang saling berkesinambungan yaitu tahapan pemberian pemahaman atau informasi, peneladanan dan aplikasi nilai. Selain itu, guru juga menggunakan strategi pembelajaran motivasi, dan yang selanjutnya menggunakan strategi pembiasaan. Peserta didik belum sepenuhnya menggunakan busana muslim muslimah dengan baik dan benar di sekolah atau di luar sekolah. Faktor yang mendorong mereka menggunakan busana muslim muslimah di sekolah yaitu karena aturan sekolah itu sendiri yang mewajibkan peserta didik menggunakan busana muslim muslimah dengan baik dan benar.Kata Kunci : Busana Muslim dan Muslimah, Internalisasi Nilai, Ma’arif, Pembelajaran PAI

Internalisasi Nilai Disiplin Ibadah dalam Pembelajaran PAI di SMK Ma’arif 8 Kebumen Fibriyan Irodati
JURNAL PAI: Jurnal Kajian Pendidikan Agama Islam Vol 1 No 2 (2022)
Publisher : Prodi Pendidikan Agama Islam Fakultas Tarbiyah IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/pai.v1i2.979

Discipline of worship is a good value recommended in Islamic religious teachings. Islam always recommends to always be disciplined and istikomah in carrying out worship, both obligatory and sunnah worship. Internalizing the discipline of students' worship in PAI learning is something that must be done by every PAI teacher and school, including SMK Ma'arif 8 Kebumen. Departing from the reality of learning at Ma'arif 8 Kebumen Vocational School as a formal educational institution that has experienced significant development, it can be seen from the internalization of the values of religious discipline in effective learning by touching the impact of learning (instructional effect) without leaving the accompanying effect (nurturant effect). This is integrated with always increasing the role of Islamic religious education in an effort to foster the character of the discipline of worship in students at school. This study aims to describe and analyze the internalization of the values of the discipline of worship in PAI learning at SMK Ma'arif 8 Kebumen. This research is a qualitative research, taking the background of SMK Ma'arif 8 Kebumen. Data collection was carried out in this study using several methods, namely: observation, interviews, and documentation. Data analysis was carried out by qualitative analysis, while checking the validity of the data was carried out by conducting triangulation. The results of the study show that Ma'arif 8 Kebumen Vocational High School in the process of internalizing the discipline of worship, its students use several strategies. The strategies used are appreciation, motivation, and habituation. The teacher carries out an appreciation strategy with several mutually sustainable stages, namely the stages of providing understanding or information, modeling and applying the values of the discipline of worship. The teacher carries out a motivational learning strategy by motivating students that the discipline of worship is something that must be applied in the life of Muslims. The habituation strategy is also the key to the success of internalizing students' religious discipline.

Nilai-nilai Aswaja di Maddin Jaryul ‘Ulum Kecamatan Kuwarasan Riya Irawan; Fibriyan Irodati
Tarbi: Jurnal Ilmiah Mahasiswa Vol 1 No 1 (2022)
Publisher : IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/tarbi.v1i1.454

This article was written to provide an overview of the cultivation of aswaja values in learning at madrasah diniyah Jaryul 'Ulum, Kuwarasan District. To obtain data on the cultivation of aswaja values, the author conducts interview, observation and documentation techniques. Madrasah Diniyah is a non-formal educational institution whose existence is very effective in increasing the religious knowledge of its students, which is not obtained in formal schools. The learning objectives at Madrasah Diniyah are not only on technical knowledge and skills (hard skills), but also on the skills of managing themselves and others (soft skills). Therefore, it is important to instill aswaja values in madrasah diniyah educational institutions, a process that involves instilling knowledge, love and instilling good behavior that becomes a pattern/habit. The values of aswaja that are considered good and very important are internalized into every jiw

Strategi Guru Pendidikan Agama Islam Meningkatkan Religiusitas Siswa Di Madrasah Ibtidaiyah Adikarso Kebumen Ida Farida; Mustajab Mustajab; Fibriyan Irodati
Tarbi: Jurnal Ilmiah Mahasiswa Vol 2 No 1 (2023)
Publisher : IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/tarbi.v2i1.606

This study aims to describe the strategies of Islamic religious education teachers in increasing the religiosity of students at Madrasah Ibtidaiyah Ma'arif Adikarso. Describe the inhibiting factors and teacher solutions in increasing student religiosity at Madrasah Ibtidaiyah Ma'arif Adikarso. To achieve the above research objectives, researchers used a qualitative approach. The research design used was descriptive research with the type of field research located at Madrasah Ibtidaiyah Ma'arif Adikarso Kebumen. Data in this study were collected using interviews, observation and documentation. The results of the study, it was concluded that the strategy of Islamic religious education teachers in increasing the religiosity of students at Madrasah Ibtidaiyah Ma'arif Adikarso Kebumen is to improve the quality of Islamic religious education learning (the Qur'an hadith, aqidah morals, jurisprudence and skiing) in classes that use several ways namely (education by example, advice, punishment and habituation) and the second is developing Islamic religious education learning through religious activities such as tadarus al-Qur'an, ziaroh, infaq, Ramadan activities (opening and tarawih together) and zakat fitrah. The inhibiting factors in increasing religiosity are two factors, namely internal factors, namely the establishment of long-distance/online schools. And external factors, including family background, the influence of the student playing environment, and the negative influence of technology. The solution taken in dealing with these obstacles is to optimize existing technology, utilize existing facilities at schools and build cooperation with parents/guardians of students.

Efektivitas Pembelajaran Mata Pelajaran Akidah Akhlak dengan Menggunakan Metode Tugas Anggi Budi Setiawan; Benny Kurniawan; Fibriyan Irodati
Tarbi: Jurnal Ilmiah Mahasiswa Vol 2 No 3 (2023)
Publisher : IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/tarbi.v2i3.676

The research objectives are: (1) to describe the implementation of learning the Akidah Akhlak subject with the task method; (2) analyzing the effectiveness of learning the Akidah Akhlak subject by using the task method; and (3) knowing the supporting factors and inhibiting factors in learning Akidah Akhlak subjects in class XI Madrasah Aliyah Darussa'adah. This research is a qualitative research. The object of this research is the students of class XI Madrasah Aliyah Darussa'adah Petanahan Kebumen with a total of 74 students. The method used in this research is descriptive qualitative method. The data collected in the form of interviews, observations, and documentation. The data analysis carried out is qualitative data analysis. Data analysis techniques used are data reduction, data presentation, and drawing conclusions. Based on the results of the study, it can be concluded that: (1) The implementation of the Akhlak Akidah Learning Subject with the Assignment Method in class XI Madrasah Aliyah Darussa'adah has been going well and effectively; (2) The effectiveness of learning Akhlak Akidah Subjects with the Assignment Method in class XI Madrasah Aliyah Darussa'adah cannot be separated from several components, namely: (a) objectives, (b) educators, (c) students, (d) teaching materials, ( e) learning resources, (f) evaluation; (3) Supporting and Inhibiting Factors in Learning Akidah Akhlak Subjects in class XI Madrasah Aliyah Darussa'adah, namely: (a) supporting factors consisting of learning atmosphere, learning approach, student discipline, infrastructure, and learning media; (b) inhibiting factors consisting of physiological factors, psychological factors, and the environment.

Upaya Meningkatkan Keaktifan Siswa dengan Menggunakan Metode Co-Op Co-Op Pada Pembelajaran PAI Fuad Hasan; Eliyanto Eliyanto; Fibriyan Irodati
Tarbi: Jurnal Ilmiah Mahasiswa Vol 2 No 3 (2023)
Publisher : IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/tarbi.v2i3.684

This study aims to describe the success of using the Co-op Co-op method on student activity in PAI learning in class XI IPA SMA VIP Al Huda Jetis Kebumen. The design of this research is Classroom Action Research (CAR). The research subjects were students of class XI IPA SMA VIP Al Huda Jetis, Kebumen. in the odd semester of T.A 2022/2023. The research was carried out in 2 cycles on the subject of Faith in Allah's Books and Dare to Live Honestly. Data was collected using teacher and student observation sheets, interviews, field notes, and documentation. Technical data analysis consists of four components, namely starting from data collection, data reduction, data display, and drawing conclusions. The results showed that before the Co-op Co-op type of cooperative learning model was applied, the PAI learning activity level of students still tended to be passive, but after the Co-op Co-op type of cooperative learning was applied, the following steps were taken: Class discussion focused on students , team selection and team formation, team topic selection, small topic selection, small topic preparation, small topic presentation, team presentation preparation, team presentation and evaluation of student activity have increased. Increased student activity is indicated by the presence of students' attention to the teacher's and friends' explanations, taking notes on learning materials, daring to ask questions, daring to answer and expressing opinions, actively participating in group discussions, writing down the results of their discussions, daring to present the results of discussions in front of the class, and daring to give responses. against other groups.

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